Healthy career choices: UE, USI say those seeking jobs in medical field are in demand

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Students in the Medical Surgery I class also undergo cultural sensitivity training and learn about how other cultures view healing during their training class at USI in Evansville on Nov. 14.

Instructors, Susan A. Seibert, left, and Mary Doerner, right, assist student Stephanie Kuper, center, as she learns how to be the voice for one of the simulators during hands-on training.

MOLLY BARTELS / COURIER & PRESS
“It’s invaluable learning,” said Christine Thompson, coordinator of clinical simulations, not pictured, of the students ability to work with high-tech simulators at USI. Students can put in IVs with liquid that simulates blood in arms such as the one at right. The simulators, which cost anywhere from $30,000 to $100,000 were acquired through grants.$RETURN$$RETURN$

photos by MOLLY BARTELS / COURIER & PRESS
University of Southern Indiana nursing students Victoria Tackett, left, Lindsay Jesop, center, and Kelsey Strahla, right, insert an oxygen tube into a high-tech simulator during their Medical Surgery I class at USI in Evansville on Nov. 14. Classic simulators like this one can simulate breathing and speaking. Students can measure vital signs, put in IVs, nasal gastric tubes and urinary catheters.

MOLLY BARTELS / COURIER & PRESS
USI nursing student Kelsey Strahla, right, debriefs another student after working on a high-tech simulator during a Medical Surgery I class at USI in Evansville on Nov. 14. This is the students first clinical nursing class where they get to work with simulators.

Unlike graduates in some other fields, students who graduate in health professions are able to find jobs.

"The demand for our graduates is huge," said Ann White, dean of the University of Southern Indiana's College of Nursing and Health Professions. "In health care, there are going to be jobs. Students are interested in health professions not only because of potential for good salaries but also many opportunities."

At USI, those who wish to pursue health professions can choose among 13 programs, including dental assisting, sonography, food and nutrition, nursing, occupational therapy, radiologic technology, and respiratory. A program in health informatics, which will feature courses in health sciences, business and engineering, is under development.

Lynn Penland, dean of the University of Evansville's College of Education and Health Sciences, agrees on the job prospects for health professionals.

"A degree in health professions gives a student tremendous mobility. Our students in nursing and physical therapy can choose whether they want to work in the local area or move elsewhere."

Enrollment in health professions fields is high. White said: "We accept as many students as we possibly can. Many more students apply than we can accept into our programs. We must balance the number of students we teach with our resources."

Students enrolling in health professions programs are diverse. Many are from the local area, but some travel from other states or countries to attend local colleges. At USI, one student in their medical sonography program came from Maryland because USI's program is one of nine in the nation accredited for her specialty. Incoming students are also a mix of traditional college students and those seeking second careers. Health profession students are increasingly a more even mix of male and female students.

In addition to training entry-level jobs, USI and UE offer graduate programs in health care. Graduate programs available in the area include master's degree programs in health services administration, nursing and occupational therapy. Health care professionals also can pursue doctoral programs in nursing practice and physical therapy.

Advances in technology have dramatically changed how health professionals are trained.

"Whenever we can, our students access their textbooks with eBooks or on an iPad," Penland said. "Then, as they read their assignments, if they have questions about a medical term or procedure, they can click on links to see videos and additional information to augment the textbook. This keeps their health training more current. They can access information about different medications with an iPod. In addition, several courses make use of an i>clicker."

In some classes, students bring i>clickers, a handheld wireless device, to class to participate in lectures. Teachers then quickly can measure audience responses and confirm that students understand key concepts in lectures, engage students more actively in class with questions or administer pop quizzes.

Simulation exercises are the biggest advancement in health care education. The Tri-State Simulation Consortium, a collaboration of local colleges and health facilities, works to develop better simulations to train students.

The simulation labs feature robotic mannequins that instructors program to replicate varied illnesses and situations. With simulations, students can encounter not only medical issues but communication and cultural issues they may face one day in the field.

Simulations provide practical opportunities for students to problem solve as a medical team. The simulation includes not only the mannequins but also digital charting systems and medical dispensing equipment.

White explained one reason why simulations work well: "The worst that happens is we reboot the computer."

"For those in the simulation," Penland said, "the situation feels very real. Studies show that students can learn from the emotional and psychological settings of a simulation. Because the simulations are recorded, afterward you can discuss what was done and what happened. If a student makes a mistake in a simulation, it's remembered."

Clinical experiences continue to be vital to health care training, but simulations add a new dimension to them. In a simulation lab, teachers can design a simulation for a full medical team.

Students studying health care have also changed from past generations.

"Increasingly, I see high school students coming out of high school who know what they want to do — not just now but in five or ten years, who they want to be, and where they want to live," White said.

"They give me hope for the future," Penlad said. "When I see the commitments these 18-year-olds make, I know that we're going to be in good hands."